EDC410 Early Child Dir Tchng w/Seminar

for FA 2009

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

All Park University teacher candidates seeking certification and licensure must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:

1.Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.

Contract Period

Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

1 year

$30.00

$30.00

2 years

$59.00

$29.50

3 years

$87.00

$29.00

4 years

$112.00

$28.00

5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.Your Name

2.The Contract Period you wish to purchase

3.Your student identification number

3.Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

EDC410 Early Childhood Directed Teaching with Seminar: A twelve-week experience of directed teaching in two different early childhood settings. (Infant/Toddler, PreK, or Primary K-3) Interactions with children and families from a variety of backgrounds will be an internal part of the directed teaching experience. Included will be 30 contact hours of seminar, including intensive meeting time before student teaching begins and weekly meetings during the experience of directed teaching and a culminating session following the directed teaching experience. The purpose of the seminar is to allow exploration of issues and experiences in a reflective way, to enhance the directed teaching experience, and to articulate an appropriate philosophy of early childhood education as a basis for making professional decisions. Student Must Pass Appropriate PRAXIS Before Enrolling In Directed Teaching With Seminar. Prerequisites: EDE378, EDE379, EDE 380, and admission to the School for Education and cumulative GPA of 2.75. 2:12:14.

This course can not be repeated. The successful completion of the portfolio must be achieved before a grade is posted for the directed teaching experience.

Educational Philosophy: The instructor’s educational philosophy for this course is one of integration of education theory with the pre-service teacher’s experience in the actual classroom. The design is detailed in the Teacher Candidate’s Handbook and in the Cooperating Teacher’s Handbook. The teacher candidate will begin with observations and concludes with teaching the entire curriculum for an assigned period. Included in this experience are scheduled observations by an assigned University Supervisor. The purpose for this experience is to provide the teacher candidate with an experienced teacher who is currently in the classroom and an environment to practice the teaching strategies and classroom management skills that they have developed.

The Seminar Format: The seminar is interactive and based utilizing instructor and expert guest lecturers, direct instruction, small group discussions, student-led presentations, and independent work. This format will facilitate the acquisition of knowledge, understandings, and implementation of seminar content.

Learning Outcomes:Core Learning Outcomes

Transition from the college setting to field experience,

Practice strategies and knowledge to the teaching experience

Articulate the learning experiences of teaching through discussions and reflections.

Exhibit the role and responsibilities of a professional teacher as defined in the Teacher Candidate Evaluation form

Articulate his/her philosophy of education and how this will influence his/her deliver of instruction

Practice a solid knowledge base and understanding of classroom management and discipline/redirection

Format: The class will meet daily for three hours during the first week of the semester. During the remainder of the semester, the class will meet for 1 hour and 20 minutes on alternating Thursdays (see Tentative Schedule). A variety of teaching strategies will be employed, including lectures, discussion groups, guest speakers, student presentations, classroom observations, and reflective writing. The student teacher will be required to observe, participate, and teach for 50 days in an assigned classroom.

Requirements:

Portfolio: Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. Guidelines and artifacts sources will be presented, and discussed. No teacher candidate will receive a passing grade in EDC 410 until the Portfolio is successfully completed. The first reading will be at the end of the first week of the semester.

Core Assessment: Classroom and Lesson Plan Reflections (Journal) : Each teacher candidate will complete a journal of reflections. Daily entries/reflections need to be made the first two weeks. Weekly reflections are required after the first two weeks. These reflections include: examinations of classroom procedures, interactions, and organizations, new ideas and materials implemented, what went well in classroom, problems encountered, goals for the week, evidence of growth, etc. This assignment is designed to further develop the teacher candidate’s critical and reflective thinking skills and help assess professional growth in this field. One reflection is to be given to the cooperative teacher for comments. Every observed lesson must include a reflection.

Lesson Plans: Five lesson plans are required. The lesson plan format will be presented in class. A reflection, Missouri Standards (written out), and accommodations/adaptations must be included in every lesson. These lesson plans can include ones in the Teacher Work Sample and from University Supervisor’s visits.

Attendance and Dress: Regular attendance at the school site is extremely important. Attendance must be kept on the time sheets to fulfill the state requirement of required days at the assigned site. Professional dress is required at the school site. While adhering the dress code of the School where you are, you must remember that you are a representative of Park University and a candidate for possible employment. You should dress as if you are on a joy interview every day.

Therefore you should dress accordingly. If you have a question about the appropriateness of the

attire, it probably isn’t appropriate. For example, there should never be any bare midriffs, or space

between your top and your slacks/skirt, no see-through tops or bottoms, no inappropriately clinging

or form-fitting outfits, etc. While this does not require expensive clothes, it does require clothes

in good taste.

You are placed in the classroom of a school site. You are required to follow and adhere to

the policies and relations of that site. They have the authority to remove you from their

premise if they feel you are disruptive to the learning environment. Disruption to the learning

environment can include, but no limited to, improper dress, disrespect to school employees or

students, infractions of or failure to follow school rules, and/or insubordination.

Teacher Work Sample and Presentation: Each teacher candidate is to complete a Teacher Work Sample during the field experience. The Teacher Work Sample will consist of an agreed upon unit by the cooperating teacher and the teacher candidate. The Teacher Work Sample assignment will be given during the first week of class. Each candidate will give a formal presentation of the Teacher Work Sample to the SFE faculty.

Reflection on a video taping of a lesson. Each teacher candidate will film a lesson presentation. The teacher candidate will watch the film to write a reflection on the experience. An assignment sheet with rubric will be available during the first week of class.

In addition, any teacher candidate who misses three classes, regardless of whether or not the absence is excused, will be administratively withdrawn.

Portfolio

Each teacher candidate is expected to successfully complete a portfolio that meets the standards of the Portfolio Rubric designed by the Park University School of Education. This portfolio complies with the requirements established by the Missouri Department of Elementary and Secondary Education. The guidelines and artifact sources will be presented and discussed in the seminar setting. Each portfolio will be scored and approved by two education faculty members. No student will receive a passing grade in EDC 410 until the Portfolio is successfully completed.

Late Submission of Course Materials: Timely completion of assignments is required. Late work will be accepted, but the grade will be reduced by 25% each week late. After one week, the instructor has the right to refuse to accept the late work at her discretion. Absolutely no work will be accepted after the assigned time of the final. Any missing work/assignments will be recorded as a “zero”. Incompletes will be given in only extreme circumstances. This course can not be repeated for any reason.

Classroom Rules of Conduct: The policy on appropriate conduct as defined in the student handbook will be enforced. Conflicts will be administered as the procedures outlined in the handbook.

As computers make writing and revising much easier and more productive, students must also recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.)

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS

Week

Date

Topics/Assignments

One

Aug. 17

Aug. 18

Aug. 19

Aug. 20

Aug. 21

Overview

Directed Teaching Handbook- You need to down load this from the Park.edu/education website.

Portfolio collected for final readings—Elementary, Secondary, Middle School

Twelve

Nov.12

Teaching resources, ex. Missouri Department of Conservation

Portfolio collected for final readings—Early Childhood, Art, Spanish

Collect:

Teacher Work Samples

Video Taping Reflection

Thirteen

Nov. 19

No Class

Fourteen

Nov.26

No Class--Thanksgiving

Fifteen

Dec. 3

Celebration

Final Paper work signed

Teacher Work Sample Presentation

Sixteen

Dec. 10

All work must turned in

Incompletes must be signed

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

___ Casual language in writing that does not integrate professional training

Technical Skill in Communicating OutcomesC

___ Highly refined organization and writing skills; including voice, audience, each entry 3 or more pages with an entry each day for the first two weeks at a new site and more than one entry each of the following weeks. Written in 1st person, dated, organized into begin, middle, and end with no errors of grammar or punctuation

___ Attentive to clarity and organization, each entry at least two written pages with an entry each day for the first two weeks at a new site and one entry each of the following weeks. Written in 1st person and legible with one missing date and grammatical errors are not a distraction

____ Organization difficult to discern;

less than 2 pages, and with an one entry each day of the first week at a new site and one entry of the following weeks that are legible, missing two dates, grammatical errors do not detract from meaning.

___ No organization, one page written for each entry , missing entries for every day of the first week and missing an entry for each week at the site, no dates, errors detract from the content

Disciplinary Competency OutcomesMoSTEP 1.2.9 The preservice teacher is a reflective practitioner who continually assesses the effects of choices on others. The reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.

___documents the application a variety of self-assessment and problem-solving strategies for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1

___ documents the uses of several resources for professional development; 1.2.9.2

___ documents professional ethical standards that goes beyond the expectations of the class, i.e. attends night events, perfect attendance; evidence that pre-service teacher became an integral part of the learning environment. 1.2.9.3

___documents the application of a self-assessment and problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1

___ documents the use of a resource at the school site for professional development; 1.2.9.2

___documents the application of either a self-assessment or problem-solving strategy for reflecting on practices, their influences on students' growth and learning, and the complex interactions between them; 1.2.9.1

___ documents an awareness of a resource at the school site for professional development; 1.2.9.2

___ documents professional ethical standards that demonstrate a minimum of the expectations as listed in the handbook, i.e. missed two days, had problems with accepting criticism 1.2.9.3

___ No evidence of self-assessment or problem-solving strategies; 1.2.9.1

___ No evidence of using a school site resource for professional development; 1.2.9.2

___No evidence of practicing professional ethical standards that are listed in the handbook, i.e. missed at least three days, did not stay the entire day, dress not professional or appropriate, did not accept responsibility for assignments or preparation for class.. 1.2.9.3

Disciplinary Competency OutcomesMoSTEP 1.2.10 The preservice teacher fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.

___ documents participation in several collegial activities designed to make the entire school productive learning environment, field trips, displays, 1.2.10.1

___ documents talking with and listening to students, sensitivity and response to signs of distress, and seeks appropriate help as needed to solve students' problems;1.2.10.2

___ documents opportunities to develop relationships with parents and guardians of students, and seeks to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3

___ documents the identification and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4

___ documents a participation in collegial activities designed to make the entire school productive learning environment, i.e. field trip, hallway displays 1.2.10.1

___ documents talking with and listening to students, sensitivity and response to signs of distress, or sought appropriate help as needed to solve students' problems;1.2.10.2

___ documents opportunities to develop relationships with parents and guardians of students, or seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3

___ documents the identification or use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4

___ documents an awareness of collegial activities designed to make the entire school productive learning environment, 1.2.10.1

___ documents an awareness of the skill needed to talk with and listen to students, sensitivity and response to signs of distress, or seek appropriate help as needed to solve students' problems;1.2.10.2

___ documents an awareness of the need to seek opportunities to develop relationships with parents and guardians of students, and seek to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3

___ documents an awareness of the need to identify and use appropriate school personnel and community resources to help students reach their full potential 1.2.10.4

___ No evidence of participation in collegial activities designed to make the entire school productive learning environment, 1.2.10.1

___ No evidence of talking with or listening to students, being sensitive and responsive to signs of distress, and seeking appropriate help as needed to solve students' problems;1.2.10.2

___ No evidence of seeking opportunities to develop relationships with parents and guardians of students, or seeking to develop cooperative partnerships in support of student learning and well-being; 1.2.10.3

___ No evidence of identifying and using appropriate school personnel and community resources to help students reach their full potential 1.2.10.4

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